Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
How does the purpose of a text influence the way it is presented or used?
What are the differences between a film production and the written text of a story?
What is the difference between relevant and irrelevant evidence in an argument?
Standards (Focus)
RL.8.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader(e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
W.8.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
W.8.1a Text Types and Purposes: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1d Text types and Purposes: Establish and maintain a formal style.
W.8.1e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
SL.8.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.
(Ongoing)
SL.8.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.8.1b Comprehension and Collaboration: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
RL.8.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.9 Integration of Knowledge and Ideas: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
W.8.2a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2e Text Types and Purposes: Establish and maintain a formal style.
W.8.2f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
W.8.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addresses. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 53.)
W.8.6 Production and Distribution of Writing: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
RI.8.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
R.I.8.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role or particular sentences in developing and refining a key concept.
RI.8.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
L.8.1a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b Conventions of Standard English: Form and use verbs in the active and passive voice.
L.8.1c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, subjunctive mood.
L.8.1d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b Conventions of Standard English: Use an ellipsis to indicate an omission.
L.8.2c Conventions of Standard English: Spell correctly.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
RL.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Objectives:
TLW read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, public speakers, and poets.
TLW analyze how particular lines of dialogue propel the action and reveal aspects of a character.
TLW participate in group discussions, and critically evaluate classmates’ arguments.
TLW compare and contrast characters, plots, themes, settings, and literary techniques used in plays and videos.
TLW write a variety of responses to literature and informational texts, including speeches.
TLW discuss how creating a sound argument is essential to engaging listeners.
TLW discover the power of the human spirit to rise above adversity
TLW compare and contrast the written word from the film production.
TLW determine relevant and irrelevant information in a film production and written text.
TLW understand that digital storytelling is an effective way to have their voices and make meaningful connections with others.
Assessment Product
Select one character from The Diary of Anne Frank to research. Find a biography, pictures, and any other materials. Compile the information and materials into a multimedia project and publish as a presentation. (Create a Digital Story)
Key Questions
How do discrimination and prejudice affect your life?
What key qualities of drama, speeches, and poetry emphasize performance qualities?
How do historical writings-diaries, autobiographies, and memoirs make history come alive?
What can we learn from Anne Frank and her story?
What is digital storytelling?
What are the elements of a good story?
Why do people tell stories/
How may my story be the same or different from others?
Observable Student Behaviors
Students will work together/collaborate
Students will write written responses
Completion of a T-chart or Venn diagram
Teacher observation and listening as students work in groups
Vocabulary ELA Dialogue Drama Film noir Flashback Monologue Screenplay Script Staging Analogies Denotation Connotation
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Compare and contrast the plots, settings, themes, characters, and literary techniques used. Can you begin to make any generalizations about how videos and plays have a different impact than literature? What are they? Evaluate the claims made by your classmates and evaluate the soundness of reasoning they use in discussion. [HYS – S/D, GTH, CQO]
Select a character from The Diary of Anne Frank to research. Find a biography, pictures, and any other materials. Compile the information into a multimedia project and publish as a presentation. (Create a digital story) [HYS – NL]
Why have Shakespeare’s plays stood the test of time? Why do we study these plays today? Talk through your ideas with a partner. Then, write an argument in support of studying Shakespeare in eighth grade, including citations from selections read and connections to references in modern-day websites, plays, and movies. [HYS – CL, GTH]
How are playwrights or public speakers similar to and different from authors? Choose a playwright or public speaker to research. As you read about his/her life, determine the author’s point of view or purpose in writing the text, and analyze how it impacts your understanding of the person’s life. Work with classmates to strengthen your writing through planning, revising, and editing your brief report. Publish your report. [HYS – GTH, CL]
Read Diary of Anne Frank HMU4 pg. 544
Write a name poem for a character in hiding,
Groups discuss what it takes to act courageously in a time of adversity. Is this characteristic that of a hero or a morally responsible citizen? [HYS – CL]
Locate a virtual tour of Auschwitz to see the conditions. Find information on and location of other concentration camps. Create a map of the locations. Is there something you note about them?
Select a topic and perspective (Adolf Hitler, Winston Churchill, Food rationing, D-Day Invasion, Women in the War, Hanukah, Eleanor Roosevelt, Franklin D. Roosevelt, Concentration Camps, Pearl Harbor), then write a speech to be presented to the class and evaluated according to a class developed rubric.
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
inst.pcssd.org – Instructional Technology, Training pages, Digital storytelling
freeplaymusic.com
Sight Words
Smartboard Lessons, Promethean Lessons
R.L.8.6 Dramatic techniques to explore ideas, issues, texts, and meanings
Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings.
R.L.8.6 Identify the perspectives offered on individuals, community and society
Identify the perspectives offered on individuals, community, and society
R.L.8.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde
Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914.
R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.
L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.
L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.
S.L.8.3 Deliberate ambiguity in speech
Recognize when a speaker is being ambiguous or deliberately vague, glosses over points, uses and abuses.
W.8.1 Introductory and Concluding paragraphs
This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included.
Other Activities, etc.
-my.hrw.com/-Novel Study Guide, Power Notes Presentations, Graphic Organizers, Core Analysis Frame-Drama, Marzano’s Power Thinking Activities, Audio Summaries, Common Core Resources
Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
Dialogue
Drama
Film noir
Flashback
Monologue
Screenplay
Script
Staging
Analogies
Denotation
Connotation
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
Smartboard Lessons, Promethean Lessons
- R.L.8.6 Dramatic techniques to explore ideas, issues, texts, and meanings
Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings.- R.L.8.6 Identify the perspectives offered on individuals, community and society
Identify the perspectives offered on individuals, community, and society- R.L.8.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde
Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914.- R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.- L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.- L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.- S.L.8.3 Deliberate ambiguity in speech
Recognize when a speaker is being ambiguous or deliberately vague, glosses over points, uses and abuses.- W.8.1 Introductory and Concluding paragraphs
This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4